Page 188 - ShowSight - January 2020

Breed Education Fourth in a Series: It Starts With You BY CELESTE M. GONZALEZ continued
breeds that are traditionally sparred, have the presenter demonstrate a correct entry into the spar and execution of the spar with two dogs, including what the learner should be looking for during the spar.
Once the breed’s hands-on workshop is set to begin, instruct the learners on how the workshop will proceed. Learners should be able to view the example exhibits lined up as a group in order of armband letters in order to get an overall impression of the example exhibits and begin to notate their observations. An effective method that has been employed at a number of breed semi- nars and workshops across the country is to evenly divide the class into as many example exhibits as are in the workshop. Ask each group to line up in front of an exhibit, at sufficient distance so that each learner/ examiner can proceed with the hands- on examination. If you have four dogs as example exhibits, there will be four lines, five dogs, five lines, as so forth. Instruct the learners to set down their clip boards and pens prior to examining the example exhibit and for table/ramp breeds, for the clipboard to be placed on the floor, not on the table or ramp. Instruct the learners that as they fin- ish the examination of an example exhibit and jot down their observations, they can move to the next example exhibit in the lineup until they have rotated through four dogs. If more than four example exhib- its are present, please be sure to inform learners that examination of only four is required. It’s natural that many learners will want to examine all dogs. As a coor- dinator, please ask the presenter to keep an eye on the attitude of the example exhibits for signs of restlessness with the demanding examination process. While having young example exhibits (puppies over 6months of age) is beneficial to the learners insofar as observing differing maturation levels, pup- pies will generally tire more quickly of the continual exams.
While learners are examining dogs, you, the coordinator can be getting ready for the next seminar. Load sign-in sheet(s) onto a clipboard and prepare the presenter evalu- ation form for the next presenter. Meet the next presenter and gather their electronic media. Close and safely eject the prior pre- senter’s electronic breed presentation media and load the next breed’s presentation and run a short practice session as done with the previous breed’s presentation. Instruct the next presenter on the media logistics as done for the previous breed. Keep an eye on
where the class is in terms of completion of the hands-on workshop.
When all dogs have been examined, it is time for the evaluation of gait. Depend- ing on the breed, the space, the number of learners present, either the coming and going gait evaluation or side-gait evalu- ation can be done first. If the logistics of class size, space, etc. lend itself to individual coming and going gait evaluation, followed by side-gait evaluation, that is the easi- est. Divide the learners into two groups at opposite ends of a diagonal or straight line. Have the example exhibits come in one at a time and go down and back twice. By going down and back twice, those who couldn’t get a good view the first time can move to a better position. Once that is completed, have the example exhibit go around twice to observe side gait. Allow a minute or two for learners to jot down their observations before bringing in the next example exhibit for gait observation. On occasion, learners will ask for two exhibits to be gaited togeth- er. This request should be accommodated when possible.
Once all example dogs have been exam- ined and gaited, ask the presenter to dis- miss the handlers and their exhibits. The presenter should be asked to debrief the class of learners on the placements for the class including the rationale for the place- ments. Learners should have the oppor- tunity to ask questions or volunteer their own observations.
After the debriefing, remind learners to complete their seminar evaluation form and the hands-on breed evaluation form (with their name and date on the hands-on form if they want credit for attendance). It’s simple to have learners place their hands-on form in one stack and their seminar pre- sentation evaluation form in another stack. Remind learners of the start time of the next breed’s presentation. At this point, you will want your presenter to complete their own seminar presentation evaluation. Yes, they are evaluating their own presentation. Have the seminar presenter sign and date the learner sign-in sheets and each completed hands-on workshop form. Some presenters have wanted a copy of the sign-in sheet(s) for their breed. A photo taken on their own smart phone of each sign-in sheet is a quick way to capture the information.
Introduce the next breed and breed pre- senter to the reassembled learners. While that presentation is going on, the previous presenter is completing their forms’ signa- tures, etc. Once all that is complete, I find
it easiest to check off each previous signed and completed hands-on evaluation form that has been turned in against the breed sign-in sheet. Invariably, there will be one or two that forget to sign their hands-on evaluation forms. Those should be quickly evident when the check-offs have been com- pleted against the sign in sheet. If there is a missing form, but the learner signed in, at a convenient time ask the learner if they intentionally did not attend the hands- on portion or did not want to complete a hands-on evaluation form. Some learners have attended that breed’s presentation pre- viously, or already judge the breed and are present for a refresher course. For the sake of simplifying further administrative tasks, it’s easiest to bundle each breed’s paperwork in one folder.
In preparing for the eventual Certificate of Attendance for each learner, it’s easiest to verify attendance at the seminar and hands- on for each breed as soon as the first breed’s administrative paperwork is complete. Coordinators develop their own method of keeping abreast of attendance verifica- tion. Some list all registered learners per breed in a master attendance spreadsheet, and as attendance is verified, check off the name on the master spreadsheet. That way, at the end of the seminars the learner is registered for and has verified atten- dance, the Certificate of Attendance can be quickly produced.
The seminar coordinator will repeat the administrative actions for each upcom- ing seminar as the current one is under- way. Toward the end of the sessions, or if a learner lets the coordinator know that they are done with all seminars for which they have registered and had attendance verified, it helps to have the Certificates of Atten- dance in process. If the coordinator has the ability to print certificates on the spot, each learner’s certificate can be its own electronic file and the breed(s) added as the day(s) continue. There usually is a rush to obtain Certificates of Attendance on the last day, so the seminar should be prepared for that.
Next month we’ll finish up with the seminar coordinator’s responsibilities and discuss the presenter’s and learner’s perspec- tives during the seminar presentation and hands-on workshops. As always, your ques- tions and comments are most welcome, edi- tor@aramediagroup.com.
180 • ShowSight Magazine, January 2020